Blended learning experience tool and method

ABSTRACT

A blended learning solution is defined by determining degrees of elements in learning zones. The zones are defined by the types of interactions of the learners. Both formal and informal learning is defined for each zone. A specialized circular display is constructed to depict the optimal blended learning solution.

RELATED APPLICATION

This application is related to application Ser. No. ______ entitled“OPERATIONALIZING A LEARNING SOLUTION” which is co-owned by the sameassignee and filed on the same date.

TECHNICAL FIELD

The invention relates generally to the field of training or learningsystems. More particularly the invention relates to learning systemswhich integrate traditional classroom learning with new modes oflearning such as on-line and web-based learning as well as integrationof formal and informal learning experiences.

BACKGROUND OF THE INVENTION

Organizations are deploying new learning technologies to supplementconventional classroom or instructor led training (ILT). Technologyenabled delivery modes including on-line learning and web-based learningallow learners to interact without being physically present in aclassroom. These organizations, however, are struggling with the problemof integrating these new modes of learning to achieve their desiredobjectives while minimizing overall training costs. It is often the casethat the desired learning outcome as measured by a return on investmentspending on training is not optimized because training programs aredesigned around a classroom experience and do not take advantage ofother technology based learning due to this lack of effectiveintegration of these two modes.

Examples of technology based learning include U.S. Pat. No. 6,341,960 byFrasson et al. Networked cognitive agents are employed to provideintelligent assistance in a distance learning situation.

Harris, in U.S. Pat. No. 6,604,094 describes an interactive learningmethod using a learning model along with speech recognition andsynthesis techniques.

Wade and Power in their article titled “Evaluating the Design andDelivery of WWW Based Educational Environments and Courseware” presentedat the 6^(th) Annual Conference on the Teaching of Computing, Dublin,Ireland held Aug. 17-21, 1998 describe the application of world wide web(WWW) based technology to support distance education and computer aidedlearning. Interestingly, Wade and Power note that such coursesfrequently are not properly integrated within an educationally soundcurriculum and fail to enhance learning skills.

It is therefore evident that improved methods of providing suchintegration is a desirable objective and would constitute a significantadvancement in the art.

OBJECTS AND SUMMARY OF THE INVENTION

A principal object of the present invention is to enhance the learningsolution art by providing a method of representing a learning solutionwith enhanced capabilities.

It is another object to provide such a method wherein enhancedcapabilities are possible.

It is a further object to provide a computer program product having sucha capability.

These and other objects are attained in accordance with one embodimentof the invention wherein there is provided a method of displaying ablended learning experience, comprising the steps of defining degrees ofelements in learning zones, defining a percentage of formal learning foreach zone, constructing a circular display having wedges correspondingto the zones with each wedge having an inner sub-wedge, wherein theangular width of each wedge corresponds to the degrees and the radius ofeach sub-wedge corresponds to the percentage of formal learning, anddisplaying the circular display on a computer monitor or hardcopyprintout.

In accordance with another embodiment of the invention there is provideda method of providing a representation of a learning solution,comprising the steps of determining degrees of elements in learningzones, determining a percentage of formal learning for each zone,constructing a circular display having wedges corresponding to the zoneswith each wedge having an inner sub-wedge, wherein the angular width ofeach wedge corresponds to the degrees and the radius of each sub-wedgecorresponds to the percentage of formal learning, and displaying thecircular display on a computer monitor or hardcopy printout.

In accordance with yet another embodiment of the invention there isprovided a computer program product for instructing a processor torepresent a learning solution, the computer program product comprising acomputer readable medium, first program instruction means for definingdegrees of elements in learning zones, second program instruction meansfor defining a percentage of formal learning for each zone, thirdprogram instruction means for constructing a circular display havingwedges corresponding to the zones with each wedge having an innersub-wedge, wherein the angular width of each wedge corresponds to thedegrees and the radius of each sub-wedge corresponds to the percentageof formal learning, and fourth program instruction means for displayingthe circular display on a computer monitor or hardcopy printout, andwherein all the program instruction means are recorded on the medium.

BRIEF DESCRIPTION OF THE DRAWINGS

FIG. 1 is a circular display of a blended learning experience; and

FIGS. 2 & 3 are examples of specific blended learning solutions.

BEST MODE FOR CARRYING OUT THE INVENTION

For a better understanding of the present invention together with otherand further objects, advantages, and capabilities thereof, reference ismade to the following disclosure and the appended claims in connectionwith the above-described drawings.

The learning solutions market requires a comprehensive model to addressemerging learning methods such as informal learning. Informal learningshall be taken herein to mean learning in which the learner decides whenand how sources are used. Alternatively informal learning may be takenherein to mean unstructured learning. Structured learning is apredefined, predetermined learning experience defined by an organizationrather than the individual learner. Such informal learning comprises upto 80% of the learning experience for corporate knowledge workers.

The learning optimization model (LOM) of the present inventionincorporates informal learning into a solution design and recognizes theimpact of formal and informal learning. The LOM also recognizes howcontent is defined by the learner context which includes the learner,his/her educational role, competency level and physical environment.Various types of learner interactions are defined by the LOM and providea linkage to learning objectives. Learning delivery modes are alsooptimized to the context of the learner, whether the learner is locatedin a classroom or participating on a virtual team.

In FIG. 1 there is shown a circular display of a blended learningexperience in accordance with the LOM of the present invention. Fourradial zones refer to a specific type of learning experience. Withineach zone are specific learning elements which may be selected for aparticular learning solution.

Information zone 12 deals with self-directed knowledge acquisition.Information flows one way from the media source to the learner. Elementsof this zone include static sources of information such as books,journals, reference material, web pages, videos, or the wearableelectronic performance support system (EPSS) used for real time trainingof plant personnel.

Interaction zone 14 deals with an individual engaging with programsdesigned for tutorial instruction, drill and practice, simulation, andgaming. In this zone the learner interacts only with automated programsor processes, not with other students or an instructor.

Information and interaction zones 12, 14 describe learning experiencesfocused on the individual learner. The remaining zones to be describedbelow refer to collaborative or group based learning.

Collaboration zone 16 deals with learners brought together online withother learners, instructors, or mentors through technologies. Learnersuse collaborative techniques such as chat, team rooms, virtual classes,e-meetings, or the like to enable people-to-people exchanges andinteractions. The exchanges and interactions may be online at the sametime as well as off-line (asynchronously).

In-Person zone 18 deals with people interacting with each other in thesame classroom. Examples include the traditional classroom model,mentoring, coaching, or team members engaged together.

For any learning solution the amount of informal and formal learningwill differ in each zone. Boundary arcs 22 separate an inner ringrepresenting the amount of formal learning and an outer ringrepresenting the amount of informal learning for each zone or viceversa. For example, boundary arc 22 may be positioned so that the areaof the inner circle wedge for a particular zone represents a percentageof total zone area for that zone. The percentage may represent thepercentage of total learning hours within that zone devoted to formallearning. Other schemes for placement of radial boundary lines may beused such as radial distance from the center as a percentage of formallearning.

In like manner, the angular width of each zone wedge in degrees can varyto correspond to degrees of elements selected in each zone. Degrees ofelements shall be taken to mean the form and how much of each element isselected. For example, suppose a particular learning experience, say newemployee orientation, is expected to take 20 hours, and 5 hours oftraining time will be taken in learning time by the degrees of elementsselected from information zone 12. Then the angular width of informationzone 12 would be 5/20 of a full circle (360 degrees) or 90 angulardegrees. Other learning units besides hours may be used in the abovecalculations without departing from the scope of the present invention.

A single learning solution will be a combining or blending of the zones.One can choose varying degrees of elements from each zone, or chooseonly from selected zones. The amount of formal and informal learningwill also change from zone to zone based on defined learning objectivesor the intent of the learner. FIGS. 2 and 3 show two examples ofspecific learning solutions. A specific learning solution may representthe optimal blended learning mix for a corporate management developmentcourse, a high school biology curriculum, or an online home improvementcourse offered by a hardware store chain.

Once the optimum blended learning degrees and percentages are determinedfor any solution, the display of FIGS. 1, 2, or 3 may be constructed. Acomputer program product may be used to assist in performing the blendedsolution determination. The computer program product may also includeinstructions for automatically drawing or displaying or printing thecircular representation as shown in FIGS. 1, 2 or 3.

While there have been shown and described what are at present consideredthe preferred embodiments of the invention, it will be obvious to thoseskilled in the art that various changes and modification may be madetherein without departing from the scope of the invention as defined bythe appended claims.

1-19. (canceled)
 20. A computer program product for instructing aprocessor to provide a representation of a learning solution,comprising: a computer readable medium; first program instruction meansfor determining degrees of elements in learning zones; second programinstruction means for determining a percentage of formal learning foreach said zone; third program instruction means for constructing acircular display having wedges corresponding to said zones with eachsaid wedge having an inner sub-wedge, wherein the angular width of eachwedge corresponds to said degrees and the radius of each sub-wedgecorresponds to said percentage of formal learning; and fourth programinstruction means for displaying said circular display on a computermonitor or hardcopy printout; and wherein all said program instructionmeans are recorded on said medium.
 21. The computer program product ofclaim 20, wherein said degrees are angular degrees of a full circle. 22.The computer program product of claim 20, wherein said zones areinformation, interaction, collaboration, and in-person.
 23. The computerprogram product of claim 20, wherein said formal learning is prescribedwith intended goals and objectives set by an organization.
 24. Thecomputer program product of claim 20, wherein informal learning islearning in which the learner decides when and how sources are used. 25.A method of deploying the representation of a blended learning solution,comprising the steps of: defining degrees of elements in learning zones;defining a percentage of formal learning for each said zone;constructing a circular display on a computer screen, having wedgescorresponding to said zones with each said wedge having an innersub-wedge, wherein the angular width of each wedge corresponds to saiddegrees and the radius of each said sub-wedge corresponds to saidpercentage of formal learning; and sending the constructed circulardisplay to a learner for display on a computer monitor or hardcopyprintout.